Effects of cognitive behavioral therapy with relaxation vs. imagery rescripting on test anxiety: A randomized controlled trial

Reiss, Neele; Warnecke, Irene; Tolgou, Theano; Krampen, Dorothea; Luka-Krausgrill, Ursula; Rohrmann, Sonja

doi:10.1016/j.jad.2016.10.039

Cited by 36 publications

(22 citation statements)

References 28 publications

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“…Our results in terms of acceptance and effectiveness of the intervention are consistent with two recently published pioneer studies on this topic (38,39). However, the present study is the first to implement IR as a stand-alone technique, which taken together with previous studies provides some initial, but solid evidence for its effectiveness in the course of treating test anxiety with no serious side effects to be expected.…”

Section: Discussionsupporting

confidence: 89%

“…Furthermore, the images can be related to imagined exam situations in future with anticipated failure. The application of IR techniques during treatment of test anxiety was first evaluated in a pilot study by Prinz, Bar-Kalifa, Rafaeli, Sened, and Lutz (38) and in a randomized controlled trial (RCT) (39). The program evaluated within the RCT consisted out of five therapy sessions of standard CBT, of which only one was reserved for the application of IR (instead of relaxation techniques).…”

Section: Introductionmentioning

confidence: 99%

“…The second group went through the same procedure, with relaxation techniques instead of the IR-session. The third group was a therapist-guided self-help group, which studied and discussed case examples of test anxiety and did not receive any therapeutic intervention (39). Results from the RCT indicate that the combination of CBT and IR was comparably effective as the combination of CBT and relaxation as well as a therapistguided self-help group.…”

Section: Introductionmentioning

confidence: 99%

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Imagery Rescripting: Exploratory Evaluation of a Short Intervention to Reduce Test Anxiety in University Students

Maier¹,

Schaitz²,

Kröner³

et al. 2020

Front. Psychiatry

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Background: Test anxiety is common in university students. Demanding schedules may contribute to the relatively low utilization of professional counseling, when compared to other anxiety disorders. A possible solution could be a psychotherapeutic short-term intervention. The present exploratory study implemented a short-term psychotherapeutic treatment, consisting of two imagery rescripting (IR) sessions. The efficacy of IR techniques has already been demonstrated in the treatment of various anxiety disorders including test anxiety. Methods: Nine students suffering from test anxiety (m = 3, f = 6) underwent two weekly applied sessions of IR. Outcome variables were examined one week prior to (t1), immediately after (t2) and three months after (t3) the intervention, using self-evaluation questionnaires on test anxiety (PAF), depressive symptoms (BDI II), life satisfaction (FLZ), general self-efficacy and study-specific self-efficacy (WIRKALL; WIRK_STUD), intrusiveness of mental images (IFES), and change and acceptance (VEV; ZUF; BFTB). Results: There were no dropouts. According to results from ZUF and BFTB, the participants where highly satisfied with the intervention. PAF scores decreased significantly over time (t1 to t3), whereas WIRKALL scores (t1 to t3) and WIRK_STUD scores (t1 to t3 and t2 to t3) increased significantly. IFES scores decreased immediately after the intervention (t1 compared to t2) and further after the follow-up (t1 to t3). No changes in BDI-II scores were observed. Discussion: The findings indicate a high acceptance and efficacy of the two-session IRintervention. Limits are the lack of a control group, and the small sample size. Further evaluation in future controlled studies is needed.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Imagery Rescripting: Exploratory Evaluation of a Short Intervention to Reduce Test Anxiety in University Students

Maier¹,

Schaitz²,

Kröner³

et al. 2020

Front. Psychiatry

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“…This is the first published study to find test anxiety differences between Australian and U.S. higher education students to the author's knowledge. Thus, strategies, such as relaxation training (Reiss et al, 2017;Zeidner, 1998), may be helpful to use with test-anxious Australian students, to reduce their physical symptoms associated with test anxiety. A third implication is that counselors need to be cognizant that females reported more test anxiety than males; however, males may also experience test anxiety.…”

Section: Discussionmentioning

confidence: 99%

Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

Lowe¹

2019

HES

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Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

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“…Recently, Reiss and colleagues (2017) conducted a randomized control study with test-anxious university students and found that cognitive behavioral therapy with either relaxation or imagery rescripting and a self-help program delivered in a group format led to significant reductions in students' test anxiety. Studies have shown that there are effective treatment strategies available to reduce university students' test anxiety (Ergene, 2003;Reiss et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Cross-National Comparison between U.K. and U.S. Higher Education Students in Test Anxiety

Lowe¹

2019

HES

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A cross-national comparison was conducted between U.K. and U.S. higher education students on the Test Anxiety Measure for College Students (TAM-C). The TAM-C was administer to 1,776 U.K. and U.S. higher education students online. The results of tests of measurement invariance found the TAM-C invariant across country and gender. In addition, results of a MANOVA and follow-up ANOVAs indicated U.K. higher education students were more test anxious than U.S. higher education students and females were more test anxious than males. Implications of the findings for mental health professionals who work with higher education students in the United Kingdom and the United States are discussed.

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Effects of cognitive behavioral therapy with relaxation vs. imagery rescripting on test anxiety: A randomized controlled trial

Cited by 36 publications

References 28 publications

Imagery Rescripting: Exploratory Evaluation of a Short Intervention to Reduce Test Anxiety in University Students

Imagery Rescripting: Exploratory Evaluation of a Short Intervention to Reduce Test Anxiety in University Students

Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

Cross-National Comparison between U.K. and U.S. Higher Education Students in Test Anxiety

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